Items

• Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools

  Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools. American Educational Research Journal, 46(4), 1006–1033. https://doi.org/10.3102/0002831209333185
  

• Teacher Collaboration in Instructional Teams and Student Achievement

  Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement. American Educational Research Journal, 52(3), 475–514. https://doi.org/10.3102/0002831215585562
  

• Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention

  Quinn, D. M., & Kim, J. S. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal, 54(6), 1187–1220. https://doi.org/10.3102/0002831217717692
  

• Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning

  Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning. American Educational Research Journal, 52(4), 750–786. https://doi.org/10.3102/0002831215579485
  

• Restorative Interventions and School Discipline Sanctions in a Large Urban School District

  Anyon, Y., Gregory, A., Stone, S., Farrar, J., Jenson, J. M., McQueen, J., Downing, B., Greer, E., & Simmons, J. (2016). Restorative Interventions and School Discipline Sanctions in a Large Urban School District. American Educational Research Journal, 53(6), 1663–1697. https://doi.org/10.3102/0002831216675719
  

• Toward Participatory Communal Citizenship: Rendering Visible the Civic Teaching, Learning, and Actions of African Immigrant Youth and Young Adults

  Knight, M. G., & Watson, V. W. M. (2014). Toward Participatory Communal Citizenship: Rendering Visible the Civic Teaching, Learning, and Actions of African Immigrant Youth and Young Adults. American Educational Research Journal, 51(3), 539–566. https://doi.org/10.3102/0002831213512517
  

• Teachers’ Professional Community in Restructuring Schools

• Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity

  Farrell, C. C., Coburn, C. E., & Chong, S. (2019). Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity. American Educational Research Journal, 56(3), 955–994. https://doi.org/10.3102/0002831218808219
  

• How Well Aligned Are State Assessments of Student Achievement with State Content Standards?

  Polikoff, M. S., Porter, A. C., & Smithson, J. (2011). How Well Aligned Are State Assessments of Student Achievement with State Content Standards? American Educational Research Journal, 48(4), 965–995. https://doi.org/10.3102/0002831211410684
  

• How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?

  Polikoff, M. S. (2015). How Well Aligned Are Textbooks to the Common Core Standards in Mathematics? American Educational Research Journal, 52(6), 1185–1211. https://doi.org/10.3102/0002831215584435
  

• Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning

  Jacobsen, R., Frankenberg, E., & Lenhoff, S. W. (2012). Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning. American Educational Research Journal, 49(5), 812–843. https://doi.org/10.3102/0002831211430352
  

• Putting School Reform in Its Place: Social Geography, Organizational Social Capital, and School Performance

  Holme, J. J., & Rangel, V. S. (2012). Putting School Reform in Its Place: Social Geography, Organizational Social Capital, and School Performance. American Educational Research Journal, 49(2), 257–283. https://doi.org/10.3102/0002831211423316
  

• “The Business of Teaching and Learning”: Institutionalizing Equity in Educational Organizations Through Continuous Improvement

  

• From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards

  Frank, K. A., Kim, J., Salloum, S. J., Bieda, K. N., & Youngs, P. (2020). From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards. American Educational Research Journal, 57(6), 2293–2338. https://doi.org/10.3102/0002831220911065
  

• Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice

  Wilhelm, A. G., Chen, I.-C., Smith, T. M., & Frank, K. A. (2016). Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice. American Educational Research Journal, 53(3), 456–491. https://doi.org/10.3102/0002831216637351
  

• Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development

  Spillane, J. P., Kim, C. M., & Frank, K. A. (2012). Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development. American Educational Research Journal, 49(6), 1112–1145. https://doi.org/10.3102/0002831212459339
  

• School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction

  Spillane, J. P., Hopkins, M., & Sweet, T. M. (2018). School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction. American Educational Research Journal, 55(3), 532–571. https://doi.org/10.3102/0002831217743928
  

• Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice

  Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice. American Educational Research Journal, 52(3), 408–439. https://doi.org/10.3102/0002831215584780
  

• Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts

  Bristol, T. J., & Shirrell, M. (2019). Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts. American Educational Research Journal, 56(3), 868–898. https://doi.org/10.3102/0002831218804806
  

• The “Grammar” of Schooling: Why Has it Been so Hard to Change?

  Tyack, D., & Tobin, W. (1994). The “Grammar” of Schooling: Why Has it Been so Hard to Change? American Educational Research Journal, 31(3), 453–479. https://doi.org/10.3102/00028312031003453